Returning to “Normal” After the Covid-19 Pandemic: An Examination of How One Midwestern Suburban Middle School Returned to In-Person Learning

Abstract

The COVID-19 pandemic highlighted the role that schools play in the development of adolescents. During this time in their lives, the social and emotional aspects of learning are highlighted as students struggle to "fit in" with their peers. Along with this struggle, adolescents are developing their own unique identity. Taken together, these aspects of adolescence often result in the manifestation of what are considered to be inappropriate behavior in school. This case study examined the changes that were made at one midwestern middle school in the wake of the COVID-19 pandemic and the consequences of those changes, perceived or otherwise. This research was conducted using a mixed methods descriptive and explanatory case study approach. The research questions that for this study were: Did the changes that were implemented at this school have an impact on student behavior? What were the perceptions of staff members, students, and administrators of the changes and how they impacted student behavior? What did the objective office referral data show about student behavior? What can we learn from this experience that might be used in the future? Using data gathered from student focus groups and staff and administrator interviews, I discovered three prevalent themes: health and safety issues, increase in behavior issues, and decreased behavior expectations and enforcement. An analysis of the office referral data showed that the themes referenced above were not supported by the number of office referrals during the time period in question and the office referral data did not match perceptions of students and staff